Abstract

Inconsistency in the use of Virtual Learning
Environments (VLEs) has led to
dissatisfaction amongst students and is an
issue across the Higher Education sector.
This paper outlines research undertaken in
one faculty within one university to
ascertain staff and student views on
minimum standards within the VLE; how
the VLE could reduce student
dissatisfaction; and to propose a
conceptual framework surrounding
student satisfaction with the VLE.
A questionnaire was sent to staff and
students asking if they agreed with the
need to introduce minimum standards in
the VLE and what criteria they wanted.
The National Student Survey (NSS) results
were analysed for six schools within the
faculty over a 4-year period. Many of the
NSS results were relevant to developing
minimum standards with the VLE.
The questionnaire results showed the vast
majority of staff and students favour the
introduction of minimum standards and
identified specific items that should be
included, for example handbooks, contact
information for staff, access to previous
modules, assessment information, further
reading, etc. The NSS data showed that
students wanted lectures available in the
VLE, improved feedback, more computers
for students and information about
cancelled sessions/timetable changes in
the VLE.
The results suggest the presence of many
minimum standards may reduce student
dissatisfaction with the VLE. However, a
distinction is made between those prepotent
factors that cause dissatisfaction
and those that lead to satisfaction, using
Herzberg’s Two-Factor Theory as a
theoretical basis.
When considering minimum standards as
‘hygiene factors’, their presence can
prevent student dissatisfaction and
provide the foundations for innovation in
technology-enhanced learning.